Dyscalculia: News from the web:

New research clearly shows the different neural development of children with Dyscalculia in pre-teen and teenage years. Visible with MRI Dyscalculia causes, or is caused by a different development of the brain.

This does not mean that we need to scan the brains of all school age children but it helps us realize the causes of Dyscalculia. Still screening at a young age and subsequent testing with intervention by trained specialists seems to be the best approach.

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News from the web:

New research has confirmed that eye-tracking data can be used to discern different number processing and estimation strategies in typical developing children and children with a number processing deficit. Hence, eye-tracking data in combination with number line estimation tasks might be a valuable and promising addition to current diagnostic measures for dyscalculia.

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Dyscalculia: News from the web:

In a study in the Netherlands participants were placed in a magnetic resonance imaging (MRI) scanner and shown patterns of dots that varied in number over time. They would be shown one dot over and over, then two dots over and over, then three dots, and so on.

The researchers used an advanced imaging method known as high-field fMRI, which allowed them to see fine-scale details of brain activity. They analyzed the neural responses using techniques similar to those used to study the parts of the brain responsible for vision.

The posterior parietal cortex, responded to the dot patterns in an organized way: Small numbers of dots were represented in one area, whereas large numbers were represented in another, the results showed.

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Dyscalculia: News from the web:

Classifying students with mathematics learning disability (MLD, or dyscalculia) is typically based on composite scores from broad measures of math achievement, These scores may predict later math achievement levels but do not specify the nature of math difficulties likely to emerge among students at greatest risk for long-term failure in math.

Recent research from the University of Minneapolis suggests that specific qualitative assessments of symbolic number knowledge in early grades may reveal more about children’s thinking about numbers than does a typical “pass or fail” test.  This in turn may reveal which students are most at risk for persistent poor math outcomes in future years,

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